Lesson Exemplar Grade 11 Reading and Writing Edited

LESSON EXEMPLAR
Grade 11 – READING AND WRITING

Quarter: FIRST
Theme: Understanding the Why’s and How’s of Reading and Writing
Sub-Theme: Valuing and Enhancing Crafts in Reading and Writing
Content Standard: Performance Standard:
The learner realizes that information in The learner critiques a chosen sample
a written text may be selected and of each pattern of development
organized to achieve a particular focusing on information selection,
purpose organization, and development.
I. LEARNING COMPETENCIES
 Describes a written text as connected discourse (EN11/12RWS-IIIa-1)
Objectives:
1. Identify the stages involved in the writing process;
2. Realize that writing is a recursive process; and
3. Write a 150- 200 word autobiography highlighting the lessons they learned in
their lives
II. LEARNING CONTENT

Lesson: TEXT AS CONNECTED DISCOURSE
Materials:
1. LCD projector
2. Copy of the excerpt of Maya Angelou’s “I Know Why the Caged Bird Sings”
References:
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline.
Quezon City: C & E Publishing, Inc.
Grammar and Composition Handbook, High School 1. (2000). New York: Glencoe
McGraw Hill.
Stern, Steven L. (2000). Mastering the MCAS in English Language Arts. USA: AMSCO
Publication
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Other Learning Resources:
http://wa.westfordk12.us/pages/westfordwa_specialed/StudySkills/Types% 20of%20Graphic
%20Organizers.htm
LEARNING TASKS
Introduction
The teacher says:
Novice writers are often faced with a challenge at the beginning of a writing project. As a
student, you may want to create something you can be proud of. You may hope for an inspiration
so ideas would not cease flowing in your minds. However, you cannot just always rely on your
inspiration. This is where your writing process comes in. Today let us revisit the various
processes involve in writing to help you generate ideas, turn these ideas into a paragraph, refine
your draft and find the most effective way to present and share your work with others.
Preliminary Activity:
The teacher asks the students to explain the quotation, “Nobody but a reader ever
becomes a writer.” The students are also encouraged to cite book/journal/magazine titles that they
have read before.
(Note: the teacher should lead the students into realizing the strong connection that exists
between reading and writing.)
Activity:
The teacher asks the students to prepare a sheet of paper for writing. The teacher gives
the students 10 minutes to write a brief paragraph of 7 – 10
sentences about their chosen photo.
Photos from google images
(Note: Students can do freewriting for the given activity. Freewriting means writing a rough draft
about everything that comes to mind, without consciously checking the grammatical accuracy and
cohesion of ideas.)
Analysis:
Once finished with the activity, the students are tasked to choose a partner for the
activity. Together each student discusses his or her writing experience by answering the
questions provided by the teacher.
1. How did you go through the process of writing? (Students can enumerate the processes
they went through while doing the writing activity.)
2. What are the problems that you encountered while writing?
3. How did you try to solve these problems?
Abstraction:
After the activity, the class reflects on their responses to form abstractions about the
lesson. The teacher says, “Writing involves different stages. These stages are recursive, that is,
they do not necessarily follow one another in correct order. In writing, one can always go back
and forth among the stages, repeating those that you need to until you end up with the result you
want. You can shift from one stage to another or change the order of stages you follow. Based on
the activities that you did today, let us find out the processes involved in writing. But let us
remember that the writing process is the recursive series of stages that you proceed through when
developing your ideas and discovering the best way to express them.
The Writing Process
Stage 1: Stage 2: Stage 3:

PREWRITING DRAFTING REVISING
Stage 5:
Stage 4: PUBLISHING / PRESENTING
EDITING
Application:
The teacher says
We shall now prepare for an activity by applying what we have learned.
A. FORMATIVE ASSESSMENT
1. The stage of generating ideas; also known as ideation or invention stage
A. prewriting B. publishing C. revising D. editing
2. Nonstop writing for a set period of time; one’s flow of words never ceases
A. drafting B. brainstorming C. free writing D. idea mapping
3. Allows one to connect the ideas about a topic by thinking of related ideas through lines and
circles
A. brainstorming B. clustering C. topic outlining D. free writing
4. The stage at which you share your work with others

A. publishing B. proofreading C. prewriting D. drafting
5. During this stage, your goal is to organize the facts and details you have accumulated into
unified paragraph; this stage involves turning your ideas into paragraph
A. editing B. presenting C. drafting D. proofreading
B. The students are tasked to read an excerpt from “I Know Why the Caged Bird Sings” by Maya
Angelou. The teacher says, “In the autobiography, Mrs. Flowers tells Maya Angelou that reading
out loud gives a whole new meaning to a book or essay. Reading aloud is also a valuable tool to
help you improve your own writing.”
The teacher divides the class into groups with four to five members. Each group is tasked
to read aloud selected passages from the text. For example, the group reads aloud the passage,
“She was one of a few gentlewoman I have ever known, and has remained throughout my life the
measure of what a human being can be…”
C. The teacher asks the students to write a 150 – 200 word autobiography. The autobiography
shall highlight valuable lessons that they have learned in their lives as a student and as a member
of their family. The autobiography shall be graded based on the following rubric.
Quality of Grammar and Organization

Information Mechanics of Ideas Neatness Timeliness
15 points 15 points 10 points 5 points 5 points
LESSON EXEMPLAR
Quarter: FIRST
a written text may be selected and of each pattern of development focusing
organized to achieve a particular on information selection, organization,
purpose and development.
 Distinguishes between and among techniques in selecting and
organizing information
EN11/12RWS-IIIa-2: a. brainstorming
EN11/12RWS-IIIa-2.1 b. graphic organizer
EN11/12RWS-IIIa-2.2 c. topic outline
EN11/12RWS-IIIa-2.3 d. sentence outline
EN11/12RWS-IIIa-2.4:
Objectives:
1. Familiarize with the different techniques in selecting and organizing information.
2. Discuss the flow of pre-writing stage.
3. Apply various strategies in the pre-writing stage.
4. Perform and cooperate in various enrichment activities to further utilize techniques /
strategies in the pre-writing stage.

Lesson: Techniques in Selecting and Organizing Information
Materials:
1. LCD projector
2. Cartolina / manila paper
3. Chalkboard
References:
Reading and Writing Skills (pp. 35-41)
Realm of Communication “A Manual for Communication Arts Developing
Skills in Grammar and Composition 2 (pp. 140-149)
III. LEARNING TASKS

Introduction:
How do you start writing? How do you organize your ideas? Are you using any
techniques in putting your thoughts into writing? All of us have numerous concepts in mind
which we want to share through writing. We are just troubled on how we are going to start
introducing and presenting our ideas in a logical and meaningful way. In this encounter, you
realize that in order to come up with a meaningful production of written ideas, one must know
different techniques in selecting and organizing information.
Benjamin Frankline once said, “Those who fail to plan, plan to fail.” What do you
think of this quote in relation to writing? Write your thoughts in not less than 5 sentences using
one fourth sheet of paper.
Some students will be asked to share their thoughts in class.
Activity:
The students will be grouped into four. Members of each group will be discussing among
themselves about a given topic and they have to present all of their ideas about it through the four
strategies / techniques in selecting and organizing information namely:
1) brainstorming;
2) graphic organizer;
3) topic outline; and
4) sentence outline.
Consider the given topic: Festivals in Tayabas City
Analysis:
The teacher asks:
1. What can you say about the activity?
2. Were you able to select and organize information about festivals in Tayabas City
using the four techniques? What made you say so?
3. Which do you think among the four strategies is the most effective? Why?
4. Which do you think among the four strategies is the easiest? Why?
Individual Work
Based on the presentation of the different techniques in selecting and organizing
information about festivals in Tayabas City, write your first draft of composition about it. It
should have at least three paragraphs including the introduction, body and conclusion. Use one
whole sheet of intermediate paper.
The composition will be rated according to the given criteria:
Selection and Language Facility Overall Impact

Organization of
Thoughts
60 pts. 30 pts. 10 pts
Abstraction:
The teacher will ask the students to state their understanding on the different techniques /
strategies of selecting and organizing information which are utilized in the pre-writing stage of
writing.
The first stage of the writing process is pre-writing, which pertains to techniques that help
you discover ideas before writing the first draft of a paper. During pre-writing, you use a variety
of strategies to find out things that interest you about a topic or new ways of thinking about it. It
also helps you identify what else you need to know about a topic. These are valuable and time-
saving because determining a focus early in the writing process will help you effectively plan and
execute your research and writing.
In the pre-writing stage, it is important to refrain from critiquing your ideas while they
have not yet been fully formed. You should approach it with a relaxed and open state of mind.
The pre-writing stage allows you to communicate with yourself so you can discover what you
want to communicate to your readers.
Four Strategies / Techniques in Selecting and
Organizing Information
Graphic Sentence
Brainstorming Topic outline
Organizer Outline
(Some students will be called to explain each.)
There is another technique of selecting and organizing information which is freewriting.
This method uses the force narration to draw a stream of connected ideas out of the writer’s mind.
Freewriting is writing down your thoughts nonstop, in exact order, language, and form in that you
think them.
The good thing about this pre-writing method is that it maintains some coherence
between a writer’s thoughts. Furthermore, the key to using this method successfully is speed; you
write quickly as you can to create a constant momentum for your thoughts to keep on flowing.
Writing fast can also get you writing down thoughts you did not see coming. The rules of
grammar, punctuation, capitalization, and style do not matter here; run with your words to catch
that subject you have always itched to talk about. You will be amazed at how much distance your
writing mind will cover with this existence.
Application:
A. Select one of the following general subjects below. Use at least two pre-writing strategies to
narrow it down to several topics. Present and submit using a short bond paper
Topic 2 Christmas Vacation

Topic 1 Topic 3 Topic 4
Prom Pop Music Social Media
B. Write a paragraph following the given concept map below. Write it cursively in
one whole sheet of paper.
C. Answer substantially in one half sheet of paper (crosswise).

What do you think is the most important benefit of prewriting strategies? Why?
LESSON EXEMPLAR
Quarter: FIRST
 Distinguishes between and among patterns of development in writing across
disciplines (EN11/12RWS-IIIbf-3)
a. narration (EN11/12RWS-IIIbf-3.1)
b. description (EN11/12RWS-IIIbf-3.2)
c. definition (EN11/12RWS-IIIbf-3.3)
d. exemplification / classification (EN11/12RWS-IIIbf-3.4)
e. comparison and contrast (EN11/12RWS-IIIbf-3.5)
f. cause and effect (EN11/12RWS-IIIbf-3.6)
Objectives:
1. Illustrate each pattern of development in writing across disciplines through graphic
organizers such as Venn diagram, comparison and contrast matrix, and fishbone
map;
2. Write a paragraph using the different patterns of development; and
3. Express through writing their insights about various life events and circumstance

Lesson: PATTERNS OF PARAGRAPH DEVELOPMENT
Materials:
1. LCD projector
2. camera/cellular phone
References:
McGraw Hill.
Publication

http://writingcenter.unc.edu/handouts/paragraphs/paragraph- development-
examples/
http://www.longleaf.net/ggrow/modes.html
http://www.oocities.org/collegepark/Pool/1644/quezon1.html
http://english120.pbworks.com/w/page/19007010/persuasion%20paragra
ph http://utminers.utep.edu/ajkline/cause.htm
III. LEARNING TASKS

Introduction
The teacher says:
Ideas may not be enough to produce an effective paragraph. Writers need to think of
ways by which these ideas can be arranged to make their writing organized. Through the use of
the different patterns of development, writers are enabled to craft a strong, focused and well-
written text. Today, let us explore the basic patterns of paragraph development in writing across
disciplines. I hope, this lesson will equip you with the necessary skills in organizing your ideas in
creating your own texts.
The students will be grouped into eight. Each group has to take a photo of an event, a
person, or of two different persons or objects which they can find inside or outside the classroom.
Later, the pictures taken shall be described orally and in written form by a chosen member of
each group.
(Note: The teacher should provide necessary guide questions to prompt students to
narrate, describe, compare and contrast, exemplify, argue or persuade)
After the presentation, the teacher and the students agree on the pattern of development
used by each group to complete the KWL Chart.
(Note: The last column shall be completed after the discussion)
What I Know What I Want to What I Learned
Know After the Lesson
Narration
Description
Definition
Classification
Cause and Effect
Comparison and
Contrast
Problem and
Solution
Persuasion
Activity:
Various paragraphs and activities exemplifying the different methods of paragraph
development can be used by the teacher. The following are suggested activities for the various
methods.
 Narration and Description

The teacher says:
Manuel Luis Quezon is one of the most prominent figure in our province and in our
country. He is a statesman and soldier, and best known as the Father of Filipino Language and
politician who served as president of Commonwealth. Today, we will learn more about his life as
we read an excerpt of the article “Manuel Luis Quezon” from John Gunther's Inside Asia 1938-39
edition at www.quezon.ph/familyinfo/manuel-quezon-by-john-gunther-1939/.
(Note: The teacher cites specific example of a paragraph of narration and
description)
 Comparison and Contrast

The teacher says:
Has your life changed after graduating in the Junior High School?
Perhaps, yes. Some would even say they already missed the life they used to have before as their
life has become increasingly difficult now that they are in Senior High School. Today, let us take
a glimpse of the life of a student like you through the short selection “Life Now and Life Five
Years Ago” at http://english120.pbworks.com/w/page/ 19006833/ contrast%20and
%20comparison%20paragraph. How has her life changed? Let us see.
 Cause and Effect
The teacher introduces the concept of cause and effect through some simple sentences:
a. The SHS students stayed in and played board games during recess.
b. It was raining outside during recess time.
a. Lito ate three sandwiches.

b. Lito was so hungry.
a. Our roof collapsed.

b. There was a heavy rainfall in Tayabas.
(Note: The teacher should have a student volunteer go to the board and label which event
he or she thinks happened first and which happened second. For example, once the student has
successfully identified that sentence b happened first and was the cause of the SHS students
staying inside and playing board games during recess, explain that sentence a is the consequence
of sentence b.)
 Persuasion
The teacher says:
How do you get people to think, behave and act like the way you want them to? Experts
say that persuasion is an art. An effective, thoughtful and persuasive argument can lead you to get
what you want from your readers. Today, let us learn more about how one can improve his/her
skills in writing a persuasive paragraph.
The teacher asks the class to read the article, Why Plastic Surgery is Acceptable” at
https://academichelp.net/samples/academics/essays/persuasive/plastic- surgery-
accept.html.
Analysis:
The teacher asks the students to cite specific paragraph/s from the excerpts given. The
chosen paragraph shall be used to answer the following. To answer, question #2, a Comparison
and Contrast matrix, Venn diagram or Fishbone map shall be used (whichever is the most
appropriate for the method of paragraph development) shall be used to illustrate their response.
1. What is the paragraph about?
2. How are the ideas developed in the paragraph?
Abstraction:
After the session, the class reflects on the characteristics of each method of paragraph
development. The class can form rules to be followed in writing
paragraphsofnarration,description,definitionandclassification,
comparison/contrast, cause/effect, problem/solution and persuasion. The students may also
present examples of paragraphs written by other persons to support their arguments.
Application:
The teacher says
I Identify what is being described by choosing the most appropriate method of paragraph
development below.
narration cause and effect description
classification problem and solution persuasion
definition comparison and contrast
1. Delimiting what something is and what it is not
2. Providing sensory detail
3. Pointing out significant similarities and differences
4. Telling a story or anecdote
5. Convincing another person to change, or at least think about changing, their opinion
about something
6. Arranging people, objects, or ideas with shared characteristics into classes or groups
7. Analyzing the reasons for--and/or the consequences of--an action, event, or decision
8. Presenting a problem and describing two or more possible solutions to that problem
IIIdentify the most appropriate method to be used in developing a paragraph given the topics
below. Choose from the following methods below.
narration definition cause/effect
problem/solution description classification
comparison/contrast persuasion
1. a disastrous date
2. what integrity means
3. a memorable moment of failure or success
4. types of students in a library
5. the effects of cramming for an examination
6. why reality shows are so popular
7. physical beauty and inner beauty
8. junior high school and senior high school
9. my dream house
10. teachers have the right to ban cell phones
(or mobiles) in their classrooms
B. The teacher prepares students for a prewriting activity about the following: Narration:
Tell Me
Students will share an experience which made them realize a specific value/lesson in life
Description: The Who?
Students will describe somebody in the class who inspires and motivates them to be a
better student and person.
Definition: Pinoy Henyo
Students will define an object, an idea or a concept which they consider important in their lives
Exemplification/Classification: It’s so EASY
Emotions, Attributes of a person, Social conditions, Young adult activities Comparison
and Contrast: Now and Then
Students will describe in written form the conventional and contemporary ways of courtship in the
Philippines.
Cause and Effect: Oh My Earth!
Students will work in pairs to identify the cause and effect of environmental problems that the
country is facing today.
(Note: The activities shall be used by students as springboard for writing their composition
using the various methods of paragraph development)
LESSON EXEMPLAR
Quarter: FIRST
 Identifies properties of a well-written text EN11/12RWS-
IIIgh-4 : a) organization
EN11/12RWS-IIIgh-4.1: b) coherence / cohesion
EN11/12RWS-IIIgh-4.2 : c) language use
EN11/12RWS-IIIgh-4.3 : d) mechanics EN11/12RWS-
IIIgh-4.4:
Objectives:
1. Familiarize with the properties of a well written text.
2. Perform activities to identify the characteristics of a well written text.
3. Incorporate values in writing a text and appreciate the values infused in
reading.
II.LEARNING CONTENT
Lesson: Properties of a Well-Written Text
Materials:
1. LCD projector
3. Chalkboard
References:
1. Reading and Writing Skills (pp. 35-41
2. Realm of Communication “A Manual for Communication Arts 1”
3. Developing Skills in Grammar and Composition 2 (pp. 140-149)
III. LEARNING TASKS
Introduction:
Developing paragraphs requires qualities / characteristics in order to produce a well-
written composition. Such qualities serve as criteria to assess whether a paragraph / composition
is written comprehensively and effectively. Thus, in this lesson, you will be identifying the
properties of a well-written text which you need to apply in the actual process of composition
writing. More so, these also serve as guideposts in structuring a more articulate composition.
Read the paragraph below. After reading it, feel free to rate it according to the given
criteria below.
While Lucban celebrates the Pahiyas Festival, other towns in Quezon have their own
celebrations for the feast of San Isidro Labrador every May 15. In Tayabas, the city holds the
Mayohan sa Tayabas. Unlike Lucban, only the area of Munting Bayan in Tayabas has pahiyas
or decor on the houses. Mayohan sa Tayabas actually lasts several days, usually beginning on
May 7 with the Parada ng Baliskog (kog means arch) at 3 p.m. The sixty-six barangays and
various organizations create arches made of indigenous materials, flowers and produce and
parade them around the city. But the main event is the Hagisan ng Suman on May 15 itself. It
is actually a procession of the centuries-old image of San Isidro Labrador. It leaves the
Tayabas Basilica between 2 to 3 p.m. and makes its way around the city for several hours. It
ends up being a males only procession because things get really rough and riotous. As the
image of San Isidro Labrador passes by a house, its residents start throwing suman, fruits and
other local produce, as well as money and other goodies (some immigrant families ship boxes
of imported goods to their relatives for the hagisan). This symbolizes the sharing of wealth and
prosperity to farmers and peasants. The farmers believe that the more suman you catch, the
bigger the yield for the year.
Criteria 1-10 ( 10 being the highest)

Organization
Coherence / Cohesion
Language Use
Mechanics
(Students will be asked to justify their ratings for each criterion. )
Activity:
A. (Organization/Unity) Read and analyze the paragraph below. Does it possess unity /
organization? Why or why not?
Ordinary Filipinos can easily promote our country to foreigners via social media by
supporting the Department of Tourism’s (DOT) “It’s more fun in the Philippines” campaign.
First, they can share and like official publicity materials from the DOT’s Facebook page. Each
time a post is shared and liked, it becomes increasingly visible on Facebook and can reach a
wider audience. Next, they can tweet their experiences in various local tourist destinations on
Twitter using the hashtag like #ItsMoreFunInPh. When many users tweet using a specific
hashtag, it becomes a trending topic and can be viewed by Twitter users around the world.
They can also tell stories to their foreign friends by talking to them and volunteering to tour
them around in our top tourist destinations. Finally, they can share their own travel photos on
Instagram. Because pictures can be worth a thousand words, their pictures can reveal to
foreigners the beauty of the travel destinations in the Philippines is blessed with. These, and so
much more, are just some examples of how Filipinos can participate in the DOT’s campaign
through social media.
(The highlighted sentence deviates from the main topic of the paragraph.)
B. ( Coherence ) Applying the order of time, sequence the following sentences to come up with a
coherent paragraph. Put numbers 1-10 on the spaces provided.
As a lad he was frail.
He studied his grade school in Binan, also a town in Laguna, where he proved
that he was a talented lad.
All these time he could see how the Spaniards treated the Filipinos.
Dr. Jose Protacio Rizal was born in Calamba, Laguna.
The place where he was shot was later named Luneta and presently called
Rizal Park.
Later, he went to the University of Santo Tomas, Manila.
It was in Europe where he wrote his famous books – El Filibusterismo and Noli
Me Tangere.
It made him feel bad.
He then went to Europe where he furthered his studies.
The books cost him his life at Bagumbayan Field, Manila.
C. (Language Use/Mechanics) Spot the errors (subject-verb agreement, verb tense, spelling,
punctuation, etc.) in the paragraph. Then, rewrite it correctly in one half sheet (crosswise) of
paper.
During the past decades, tourism become one of the world’s fastest growing industry.
Tourism represent one of the main sources of income for many developing countries. Since
tourism are seen as a key driver for socio-economic progress, the link to development is easily
made (UNWTO, 2010). however, the contribution that tourism can make to livelihoods of the
poor in developing countries is a much debated theme in which opportunities and the extent to
which the poor can benefit from these are central.
Analysis:
The teacher asks:
1. What do you think is the relevance / relationship of the series of individual works /
activities that you done on the properties of a well written text?
2. When can you say that a paragraph has organization?
3. When can you say that a paragraph has coherence / cohesion?
4. When can you say that a paragraph has language facility?
5. When can you say that a paragraph has correct mechanics?
Abstraction:
The teacher will ask the students to state their understanding on the properties of a
well written text.
A text / paragraph is a collection of sentences which all relate to one main idea or
topic. Effective paragraphs have four main characteristics: coherence, organization,
language use and mechanics.
Differentiate the four properties of a well written text.
1. Organization
2. Coherence / Cohesion
3. Language Use
4. Mechanics
Application:
Create a composition about Christmas Celebration in your hometown. Make
at least three paragraphs including the introduction, body and conclusion. Write in
cursively in one whole sheet of paper.
Consider the following criteria for rating.
Organization Coherence / Language Use Mechanics
Cohesion
25 pts. 25 pts. 25 pts. 25 pts.
LESSON EXEMPLAR
Quarter: FIRST
The learner understands the relationship The learner writes a 1000 -word
of a written text and the context in which critique of a selected text on the basis of
it was developed its claim/s, context, and properties as a
written material
 Explains critical reading as looking for ways of thinking (EN11/12RWS-IIIij-5)
Objectives:
1. Show understanding of what critical reading is by constructing a table on the qualities
of critical and non-critical reading;
2. Present an acrostic reflecting their understanding of critical reading; and
3. Formulate evaluative statements on the assigned editorial cartoon depicting a
particular social issue or concern
II.LEARNING CONTENT
Lesson: CRITICAL READING AS LOOKING FOR WAYS OF THINKING
Materials:
1. LCD projector
2. Copies of the article “We are for Change” by Carmen N. Pedrosa
3. Copies of editorial cartoons
References:
McGraw Hill.
Publication
http://www.criticalreading.com/critical_reading.htm
http://www.skillsyouneed.com/learn/critical-reading.html
http://www.philstar.com/opinion/2017/01/08/1660640/we-are-change
III. LEARNING TASKS

Introduction
The teacher says:
Who among you have experienced receiving a text message telling you that you just won
P1, 000,000.00 from a contest? The only thing you need to do to claim your prize is to provide
your personal information. Would you do it?
Every day, you encounter many instances that require critical thinking. Whenever you
read something and you evaluate a material you also think critically. This type of reading goes
beyond passively understanding a text because you process the author’s words and make
judgments of what you have read. But why should you read critically, and how should you read
critically? Let us find out the answers today as we discuss critical reading.
To introduce critical reading to students, the teacher divides the class into groups of five.
The teacher shows sample text messages, advertisements and news article for the groups’
critiquing.
Activity:
The teacher divides the class into four groups. Each group will be given a copy of the
editorial article from Philstar .com updated on January 8, 2017 entitled “We are for CHANGE”
by Carmen N. Pedrosa. Each group will read the article carefully and shall choose their side of
the argument. One group shall be PRO while the other shall be ANTI. After the first two groups,
the next two groups shall also choose their side. The champion shall be declared after the third
round.
We are for CHANGE
FROM A DISTANCE By Carmen N. Pedrosa (The Philippine Star) |
Updated January 8, 2017 - 12:00am
6 290 googleplus0 0
We voted for Duterte for his platform of change and he won by the millions.
He captured the masses because of their desire for change. We may differ with each other on
other issues or how we will do it but we must agree on change. Let’s concentrate on that. If
change is the principle we can agree on, then we must be single-minded about it. I remember
during an advocacy meeting with farmers , one of them came forward to say “Gawin na ninyo
ang dapat gawin. Hindi nagpapalit ang aming buhay kung ito ang ating sistema. Umaasa kami
sa inyong mas marunong.” Simple. It was useless to him about parliamentary federal
government in English and he could not understand how it will be done. I never forgot him
because one of the arguments of those against constitutional change is that people don’t
understand it. But this farmer understood it in the way he thinks and expresses himself.
The change we want is how to include the masses or marginal sectors in government. I don’t
want to use the term class struggle but that is what it is. Unless the elite concede some of their
power and wealth for the well-being of the nation, they will be hanging their own necks.
This is the classic result of the abuse of power and wealth by one class.That is why we need a
new system of government that will change the relations between government and the people
and elite with the masses.
We also need to tap competent people as it was done in Singapore. As Lee Kuan Yew said, if he
could say in one word why Singapore succeeded, he said “meritocracy.” Competent officials
will not thrive in a presidential unitary system of government which is all about graft, money
and an organization fueled by money. Worse as we have now found out with the De Lima case,
money also comes from drugs. Unless stopped it will be the drug lords who will decide
elections with government officials beholden to drug lords.
The election of Duterte although near miraculous, is only the start. We must be reminded it is
only the beginning of a long fight ahead. Now we must all help to achieve what we set out to do
in voting Duterte. He has said many times that he needs all our help. I think he should not have
put a time limit to do what he needs to do. Six months? Six years? That is why the yellowtards,
as the Aquino and Co are called in Facebook, are encouraged to destabilize his government.
MISCELLANY: We can draw examples from East Europe when they organize new
governments.
“Although Ukrainian democracy has made some progress since the 2004 Orange Revolution,
significant problems remain. This article compares the difficulties facing post-Orange
Revolution Ukraine to those encountered in East Central Europe in the early 1990s and
maintains that Ukraine will have a harder time overcoming its challenges because its starting
point and inheritances are different. That is, Ukrainian democracy must overcome many of the
infirmities created during its initial decade of post-communism, and that these make
establishing effective democratic governance in today’s post-post-communist period arduous.
Among the difficulties are designing effective institutions, managing the post-Orange
Revolution coalition, removing entrenched corruption and weak respect for the rule of law,
and coping with a less hospitable external environment. Events since the Orange Revolution
bear out the argument that the events of 2004, while getting rid
of a leadership with dubious democratic credentials, are merely the beginning of a process to
bring a successful democratic government to Ukraine.” From Peter Kropotkin on
Revolutionary Government.
“Of all the most important systemic and fundamental constitutional reforms that must be
implemented in order to improve the Philippines, Federalism is the reform that has the most
solid support among most ordinary Filipinos. Particularly in the Visayas-Mindanao and even
in the Solid North, Bicol, and Muslim Mindanao regions, Federalism is widely appreciated and
understood even by ordinary plebeians and proletarians to be of utmost urgency in order to fix
the Philippines.
Sadly, there are members of the Philippine Elite who tend to be stubborn and uninformed. They
are articulate and eloquent so they are able to pretend to be “in- the-know” by obfuscating the
issues with their sophistry and casuistry and are dangerously able to convince other people to
become just as ignorant and as anti- reform as they are. For instance, the Monsods – Christian
and Winnie Monsod – have repeatedly over the years continued to keep mouthing a lie that
some people have unfortunately mistaken to be true. This lie is that “Federalism will empower
Warlords and Political Dynasties.” – from Correct Movement
According to former Philippine Speaker Jose de Venecia only 80 of world’s richest men own
60% of world’s wealth. The former Philippine speaker was an active supporter of the shift to
parliamentary federal government in the Philippines.
He believes that we can draw the best elements of capitalism and socialism. He also suggested
a meeting of warring forces of Iran and Saudi Arabia in Mecca.
He gave the speech as the newly elected President of the International Association of
Parliamentarians for Peace (IAPP). He asked governments and parliaments “to combine
forces to tackle the almost incredible but all too real problem of the richest one percent (1%)
or 80 of the world’s richest individuals owning sixty percent (60%) of the wealth of the world,
or the same amount shared by 3.5 billion who occupy the bottom half of the world’s income
scale.”
“In the Philippines, the income and social gap is so great that like Disraeli’s Britain in the
1840s, the rich and the poor among us have become virtually ‘two nations’.”
In 2011, the richest Philippine families accounted for 76% of our country’s gross national
income. The two richest families alone together held 6% of our entire economy” (Philippine
Daily Inquirer, February, 2016)
“The two nations situation, the incredibly huge gap between the rich and the poor, still exists
in many countries in Asia, Latin America, Africa and a number of cities in Europe and North
America.”
He pointed out that in IAPP, “we observe that inequality is an unavoidable result of market
operations. Inequality is the price of capitalist dynamism. Left to itself, rapid economic growth
accelerates income inequality.”
But inequality, though unavoidable, de Venecia pointed out “can be mitigated – made less
painful – by government activity and by parliamentary action. And it is right that the state and
parliaments should do so – because economic insecurity, if left to itself, will steadily erode
social order and eventually generate a backlash against the economic system as a whole.
Analysis:
Based on the activity, the teacher raises the following questions to the students:
1. What is the text about?
2. What are the bases of your group’s claims? Cite necessary evidences from the text.
3. How does your group decide on the choice of claims?
Abstraction:
After the activity, the class reflects on the answers they provided in the activities. The
teacher asks “What is critical reading?” The students present in class their own their table to
contrast critical reading and non-critical reading.
CRITICAL READING NON-CRITICAL READING
The teacher also provides necessary information on evaluative statements and what to
include in making evaluative statements such as
1. Author’s purpose
2. Author’s background
3. Validity of the material
4. Use of propaganda
5. Author’s logic and use of the language
6. Personal views about the material
The teacher also list down the techniques which students can apply to develop critical
reading such as
1. Keeping a reading journal
2. Annotating the text
3. Outlining the text
4. Summarizing the text
5. Questioning the text
Application:
The teacher says
A. The teacher divides the class into groups with 8 to 9 members. The students are tasked to
make an acrostic poem for the word CRITICAL which they will present after 5 minutes of
preparation. The presentation shall be graded using the following rubric.
Language Creativity and
Content Presentation
Facility Originality
15 points 15 points 10 points 10 points
B. The teacher provides pictures of editorial cartoons reflecting current social issue in the
country. The groups are asked to write evaluative statements using the drawings as references.
To show how some critical reading strategies are used, the teacher asks the students to
read the excerpt from the presidential address of Manuel Luis Quezon delivered to students and
teachers on August 19, 1938. After reading critically the excerpt, the students complete the table
with the necessary information required.
Author’s purpose
Author’s background
Use of propaganda
Author’s logic and use of the
language
Personal views about the material
LESSON EXEMPLAR
Quarter: FIRST
The learner understands the relationship The learner writes a 1000- word
it was developed. its claim/s, context, and properties as a
written material
EN11/12RWS-IIIij-6 : Identifies claims explicitly or implicitly made in a written text
EN11/12RWS-IIIij-6.: a. Claim of fact
EN11/12RWS-IIIij-6.2 : b. Claim of policy
EN11/12RWS-IIIij-6.3: c. Claim of value
Objectives:
1. Differentiate claims of fact, policy and value.
2. Determine explicit and implicit information.
3. Perform critical reading activities in various contexts.
4. Incorporate values in writing a text and appreciate the values infused in reading.
II.LEARNING CONTENT
Lesson: Implicit and Explicit Claims in a Text
Materials:
1. LCD projector
3. Chalkboard
References:
1. Reading and Writing Skills (pp. 20-23)
2. Realm of Communication “A Manual for Communication Arts 1”
3. http://department.monm.edu/cata/mcgaan/classes/cata335/o- claims.335.html
4. http://www.philstar.com/headlines/2016/06/30/1598167/analysis-
understanding-duterte-vision-philippines
III. LEARNING TASKS

Introduction:
When you are doing critical reading, are you able to make inferences as a result of your
comprehension towards the text? Are you capable of identifying and analyzing claims as well as
determining explicit and implicit information? Being able to recognize explicit and implicit
information will be useful in critical reading which is evaluating the claims made by an author.
This involves going back to the text to recognize the writer’s arguments and evidences so you can
start assessing the work of the writer.
Preliminary Activity
React on this quotation of Carl Sagan, “Extraordinary claims require
extraordinary evidence”. Use one half sheet (crosswise) of paper.
There will be an interactive class discussion about the quotation.
Activity:
The students will be grouped into three. They will be asked to read the article with in-
depth analysis and they have to discuss it among themselves. There will be a
presentation/reporting of their group discussion about their claims on the article. More so, they
have to identify claims of fact, value, and policy from it. Consider the assigned task to be
followed for the presentation:
Group 1 Group 2 Group 3
A. Explicit Information A. Explicit Information A. Explicit Information
(Directly Stated) (Directly Stated) (Directly Stated)
1. 1. 1.
2. 2. 2.
3. 3. 3.
B. Implicit Information B. Implicit Information B. Implicit Information
(Indirectly Stated) (Indirectly Stated) (Indirectly Stated)
1. 1. 1.
2. 2. 2.
3. 3. 3.
Claims of Fact Claims Value Claims of Policy 1.
1. 1. 2.
2. 2. 3.
3. 3. 4.
4. 4. 5.
5. 5.
Analysis:
Understanding the Duterte vision for the Philippines
By Dindo Manhit (philstar.com)
MANILA, Philippines -
Rodrigo Duterte’s
inauguration on June 30 as
President of the Philippines has
brought a sense of cautious
optimism across all sectors of the
society, which has clamored for a
swift end to endemic
corruption,
inefficiency in the
bureaucracy, income inequality, and the proliferation of armed groups and other lawless
elements. Duterte’s rise can be understood as part and parcel of a broader collapse of barriers-
to-power, which is transforming politics both in the Philippines and internationally. All over
the world, “micropowers,” whether individuals, firms, or states, have found ways to undermine
established players that previously served as the gatekeepers of power.
During his campaign, Duterte positioned himself as an alternative to traditional
presidential candidates. His unorthodox demeanor appealed to many Filipinos, who saw him as
unafraid to speak his mind, even to the extent of testing the limits of so-called “civilized”
behavior. As a result, the millions of Filipinos that voted for him have high expectations for his
presidency.
Given these expectations and the growing curiosity of foreign observers over the man
nicknamed “The Punisher,” it makes sense to expound Duterte’s three overarching policy
thrusts: reestablishing law and order, making Philippine growth inclusive and restructuring the
Philippine system of government. These three thrusts are the means by which the Duterte
administration will seek to turn his campaign promise of “Tunay na Pagbabago” or radical
change into lived reality.
Reestablishing law and order
The centerpiece of Duterte’s campaign platform was suppressing the three so-called
evils: crime, illegal drugs and corruption, which he believes are undermining security across all
sectors and hampering the growth of the domestic economy. He pledged to instill discipline
with an iron fist for everyone
to adhere to the rule of law and strengthen the country’s justice system.
To reestablish law and order, he plans to launch a focused, time-bound campaign
against criminals, drug lords and corrupt government officials through the joint efforts of the
Philippine National Police (PNP) and the Armed Forces of the Philippines (AFP). This will
occur in tandem with the elevation of city-level ordinances from Davao, such as curfew on
unescorted minors past 10
p.m. and a ban on the sale of liquor and drinking in public spaces after 1:00 a.m., and so on to
the national level.
He desires to bring an end to the decades-long Communist and Moro insurgencies. An
early group of his peace negotiators met with representatives of the National Democratic Front
from June 13 to 14, 2016. News reports indicate that a ceasefire agreement could be put in
place even prior to the first State of the Nation address on July 25. Duterte offered to elevate
members of leftist groups to four line departments. At present, however, it is not certain that
Duterte fully appreciates the depth of Communist movement, its network of political front
organizations, and their end objective.
The Moro groups have seen similar attention: Duterte had a joint meeting with the
leadership of both the Moro National Liberation Front and the Moro Islamic Liberation Front
on June 18. Both groups reportedly support the move toward federalism. At present, there is
some uncertainty over the implementation of the Bangsamoro Basic Law as a stand-alone
measure or as part of a push toward a federal system in the country—another campaign priority
for Duterte. Either case could be expected to provide a greater share of autonomy to the
proposed region.
Making socio-economic growth and development inclusive
Duterte has expressed his desire to build on the stellar accomplishments of the
administration of outgoing president Benigno Aquino III, particularly the latter’s good
governance initiatives and critical structural reforms that transformed the Philippines from
being “the sick man of Asia” into “Asia’s rising tiger.” Of his ten-point socioeconomic agenda
revealed on Monday, June 20, for example, his first point was to continue and maintain current
macroeconomic policies, including fiscal, monetary and trade policies.
However, he intends to depart from Aquino’s legacy of instituting slow but steady
macroeconomic reform by advancing an economic agenda which seeks to upgrade, accelerate
as well as expand the government’s basic services that shall render the country’s
macroeconomic environment more conducive for the flourishing of businesses, influx of
investments and conduct of seamless trade within the country and the greater ASEAN region.
Some megaprojects worth anticipating include: (a) three major railway systems, namely the
Mindanao railway, Manila-Bicol railway, and Manila-Batangas
railway; (b) Zamboanga Ecozone, Southern Mindanao Growth Corridor (General Santos
growth corridor and Davao Gulf Industrial corridor); and the South Mindanao-North Sulawesi
ro-ro link, among others.
Duterte intends to overcome the alleged structural dissonance between macroeconomic
reform which has been the hallmark of Aquino’s “Daang Matuwid” program and concrete
improvement of living conditions and standards of Juan dela Cruz. In doing so, he has talked
about pursuing the following: generation of domestic jobs; increase of employment; abolition
of contractualization; promotion of livelihood; agricultural modernization; and entrepreneurial,
technological and industrial advancement with just taxation and equitable distribution of wealth
while caring for the environment for sustainable development.
He also plans to carry out: improvement of government provision of social services
which include education, health, housing, mass transportation with special attention to the
elderly, women, children, youth, indigenous peoples and other marginalized sectors; provision
of assistance to Overseas Filipino Workers (OFWs) and their families; and adaptation to
climate change through reducing risk, preparing for natural disasters and adopting 911
nationwide.
Restructuring the form of government
Lastly, Duterte wants to overhaul the unitary-presidential system and shift to a federal-
parliamentary system through a Constitutional Convention. He desires the holding of a
plebiscite and preparing the future federal states to effect power-sharing, resources-sharing,
respect-for-all and development-for-all as key to reforming the whole bureaucracy to effect
good governance. Reforms under the new system are said to include: increasing the salaries of
government workers; fighting graft and corruption; and unleashing the full potentials of all
regions and ethnic groups for social, economic and cultural growth. Furthermore, constitutional
amendment shall lift restrictive economic provisions in the Constitution, grant more foreign
ownership of property and certain industries.
The uncertain but promising road ahead
While Duterte’s policy thrusts are intended to improve internal security and catalyze
inclusive growth in the country, one can’t deny that his vision will, in reality, draw opposition
along multiple fronts. He is not only about to wage a bloody war against the “undesirables”
such as criminals, drug syndicates and corrupt officials who for decades have thrived in the
dark underbelly of modern Philippine society. Over and above these, he looks set to wage his
own revolution against what he sees as a dysfunctional political and economic
system that has created and perpetuated obstructions the Philippines’ path to industrialization
on the other.
However, a strong populist leadership can sometimes fall victim to parochial thinking.
Having been used to running a secondary city without serious opposition, there is some fear
that Duterte could travel down the path of arrogance toward abuse of power at the national
scale. As elected legislators have begun to fall in line, the creation of a “super majority” in
Philippine Congress could transform it into a rubber-stamping body. It is imperative for the
Filipino citizenry to maintain a collective critical mindset and attitude on what his mantra truly
means and how it is carried out. While we should support security and development policies
and strategies that will help build strong institutions and genuinely democratize political
power, we ought to remain vigilant against any tendencies to build a new religion around his
quasi-messianic, strongman persona.
Nevertheless, used wisely, his strong mandate can help to institutionalize needed
government reforms, clear up regulatory gridlock and, at least for the next six years, stabilize
the policy environment. At the very least, increasing investment and promoting growth have
been identified as policy priorities for the next six years. It is in everybody’s interest to see the
phenomenal rise of Duterte in the annals of history as the moment we as the Filipino nation
freely chose a humble Visayan probinsyano from the distant island of Mindanao to instill upon
us a renewed sense of national pride and lead us to reclaim, redefine and deepen democracy, on
our own terms.
Analysis:
The teacher asks:
1. How was it reading the article with in-depth analysis?
2. What are your personal claims towards the article?
3. State the claims in relation facts, values and policies.
4. Differentiate claims of fact, value and policy.
Abstraction:
The teacher will ask the students to state their understanding on the properties of a
well written text.
Types of Claims
Claims of Fact. (existence of something/definition or classification/facts

-- inferences about past present or future)
Types of factual claims (generally "objective")
1. Factual / historical
2. Relational - causal connections
3. Predictive
proof requires:
1. sufficient and appropriate grounds
1. reliable authority
2. recent data
3. accurate, typical data
4. clearly defined terms -no loaded language
2. a clear distinction between fact and inference.
Claims of Value (taste & morals / good-bad) [make value judgments/ resolve
conflict between values/ quasi policy (rightness of it; relative merit)]
proof requires:
3. Establishing standards of evaluation (i.e. a warrant that defines what
constitutes instances of the relevant value)
4. note the priority of the value in this instance.
5. Establish the advantage (practical or moral) of your standards.
6. Use examples to clarify abstract values
7. Use credible authorities for support.
Claims of Policy (action / should or ought) - usually involves sub-claims of fact and
value
proof requires:
1. Making proposed action clear
2. need (justification)
3. plan, (must be workable)
4. benefit (advantages)
5. consider opposition / counter arguments
Application:
A. The students will be grouped into five. They have to present a short role- playing (2-3
minutes) showing explicit expressions (directly stated) and implicit
impressions (indirectly stated). Consider the following venues as the springboard of
conversation:
Venue 1 - Restaurant
Venue 2 - Resort
Venue 3 - Shopping Mall
Venue 4 - Farm
Venue 5 - Street
The following criteria will be used in grading the activity:
Use of Explicit Delivery / Execution Creativity
and Implicit
Information
50 pts. 25 pts. 25 pts.
B. Create a composition/essay about your claims (Claims of fact, value, policy)

towards a relevant issue in our country. Make at least three paragraphs including the
introduction, body and conclusion. Write in cursively in one whole sheet of paper.
Presentation of Claims Organization Mechanics/Language

and Relevance to the Topic Use
50 pts. 25 pts. 25 pts.
LESSON EXEMPLAR
Quarter: FIRST
The learner understands the relationship The learner writes a 1000 -word
it was developed its claim/s, context, and properties as a
written material
Identifies the context in which a text was developed
(EN11/12RWS-IVac-7)
a. Hypertext (EN11/12RWS-IVac-7.1)
b. Intertext (EN11/12RWS-IVac-7.2)
Objectives:
1. Identify the context and intertextuality of a given text;
2. Differentiate context, intertextuality and hypertext; and
3. Apply their knowledge in context, hypertext and intertextuality by creating a multi-
media presentation about their advocacy as a member of a community.
II.LEARNING CONTENT
Lesson: HYPERTEXT AND INTERTEXT
Materials:
1. LCD projector
2. Photos of mythological, folk and local heroes or characters
References:
Publication
Tiongson, Marella Theresa A., et. al. (2016). Reading and Writing skills.
Quezon City: Rex Book Store.
Other Learning Resources: http://kairos.technorhetoric.net/2.2/features/paralogic/textuality.html

https://www.youtube.com/watch?v=c9wpjL38020
III. LEARNING TASKS

Introduction
The teacher says:
Critical reading does not only mean analyzing the language of a given text and examining
deeply the claims put forth by the author. Critical reading goes beyond finding the linkage of the
evidences and corresponding texts and identifying and interpreting possible ambiguities and flaws
in the reasoning of the author. Critical reading also means understanding that texts are always
developed with a certain context, thus its meaning and interpretation are affected by a given set of
circumstances. Moreover, critical reading now involves a relatively new way of reading a text
online as brought by the advent of the internet and technology. Today let us practice our critical
reading skills as we discuss intertextuality and hypertext.
The teacher divides the class into five groups. He/ She shows among the students photos
of mythological, folk or local heroes. Each group picks one photo and thinks of other characters
or stories which resemble to the story of their chosen hero. Each group also thinks of associations
(music, objects, and graphics) which they can relate with the picture through an idea map.
(Photos from Bing images)
Activity:
The teacher shows in class a short video presentation about one of the Philippines’ well-
known local legend hero, the Legend of Bernardo Carpio through
https://www.youtube.com/watch?v=c9wpjL38020. The teacher also provides necessary
information on the many versions of this tale.
Analysis:
Based on the activity, the teacher raises the following questions to the students. The
teacher asks:
1. What is the legend about?
2. When was the work written?
3. To what other texts can you relate the story of Bernardo Carpio? Cite specific
instances or situation to support your answer.
Abstraction:
The class reflects on the answers they provided in the activities. The teacher asks “What
is context?” and “How can one analyze the context of a text’s development?”
(Note: The teacher provides necessary information on the topic.)
Context is defined as the social, cultural, political, historical, and other related circumstances that
surround the text and form the terms from which it can be better understood and evaluated.
Knowledge of a text’s context helps in appreciating the text’s message more deeply by asking
questions like:
When was the work written?
What were the circumstances that produced it? What
issues does it deal with?
Intertextuality is the modelling of a text’s meaning by another text. It is defined as the
connections between language, images, characters, themes or subjects depending on their
similarities in language, genre, or discourse. This is seen when an author borrows and transforms
a prior text, or when you read one text and you reference another. This view recognizes that the
text is always influenced by previous texts and in turn anticipates future texts.
Hypertext is a relatively new way of reading a text online brought by the advent of the Internet
and technology. It is a nonlinear way of showing information. Hypertext connects topics on
screen to related information, graphics, videos, and music. This information appears as links and
is usually accessed by clicking. The reader can jump into more information, which in turn may
have more links.
Application:
The teacher says
Decide whether the following statements are TRUE or FALSE. Write INTERTEXTIALITY
if the statement is true. If the statement is false, write HYPERTEXT.
1. Intertext is a nonlinear way of showing information.
2. Hypertext is a relatively new way of reading a text online.
3. Context is defined as social, cultural, political, historical, and other related
circumstances that surround the text.
4. Intertextuality does not recognize connects between or among different texts.
5. Hypertext connects topics on screen to related information, graphics, videos, and
music.
B. SHOW IT!
The teacher divides the class into five groups for the activity. Each group is tasked to
apply their knowledge of context, intertextuality and hypertext in a three-minute multi-media
presentation on a topic which will reflect their advocacies. The presentation is graded using the
rubric below.
Quality of information presented 25 points
Use of multi-media layers (videos, photos, texts, music etc.)- 25 points
Context of the presentation 25 points
Technicalities, grammar and mechanics 25 points
TOTAL 100 points
LESSON EXEMPLAR
Quarter: FIRST
The learner understands the The learner writes a 1000- word

relationship of a written text and the critique of a selected text on the basis of
context in which it was developed. its claim/s, context, and properties as a
written material
EN11/12RWS-IVac-8: 1. Explains critical reading as reasoning
EN11/12RWS-IVac-9: 2. Formulates evaluative statements about a text read
EN11/12RWS-IVac-9.1: a. Formulates assertions about the content and properties of a

text read
EN11/12RWS-IVac-9.2 : b. Formulates meaningful counterclaims in response to claims

made in a text read
EN11/12RWS-IVac-10: 3. Determines textual evidence to validate assertions and

counterclaims made about a text read
Objectives:
1. State assertions and counterclaims found in a text read.
2. Characterize assertions and counterclaims.
3. Participate in a classroom debate to show assertions and counterclaims.
4. Write argumentative essays showing textual evidences.
5. Perform critical reading activities in various contexts.
II.LEARNING CONTENT
Lesson: Critical Reading as Reasoning:
a. Formulating Evaluative Statements
b. Determining Textual Evidence
Materials:
1. LCD projector
3. Chalkboard
References:
Reading and Writing Skills (pp. 23-30)
Realm of Communication “A Manual for Communication Arts 1” Developing Skills in
Grammar and Composition 2 (pp. 140-149)
https://ph.images.search.yahoo.com/search/images;_ylt=AwrwE.B6PNRY
awYAtDm1Rwx.;_ylu=X3oDMTBsZ29xY3ZzBHNlYwNzZWFyY2gEc2xrA2J
1dHRvbg-
http://www.rappler.com/nation/164598-cbcp-death-penalty-jesus-legal- killing
III. LEARNING TASKS
Introduction:
How to become a good critical reader? Basically, it requires critical analysis where in
one can logically evaluate claims of the writer. Certainly, a writer wants the reader to agree with
his / her claims and through the reader assertions on the writer’s claims, there is what we call
agreement between the writer and the reader. In this lesson, your crafts in critical reading will be
enhanced through careful analysis of reading texts where in you will be able to identify textual
evidences to substantiate either assertions or counterclaims.
React on these photos. What do you feel about them?
(There will be an interactive class discussion)
Activity:
The students will be grouped into five. They will be asked to read the article with in-
depth analysis and they have to discuss it among themselves. There will be a
presentation/reporting of their group discussion about their claims on the article
– whether they agree with it (assertions) or otherwise (counterclaims). They have to prove their
assertions / counterclaims based on their reading.
Jesus didn't advocate legal killing, CBCP reminds faithful
atives' vote approving the reimposition of capital punishment, the Catholic Bishops' Conference of the Philippines (CBCP) on Sunday
t how many other crimes against humanity have been justified, using the same Bible?" CBCP president Lingayen-Dagupan Archbisho
as a progressive revelation of God's will to humankind, with its ultimate fulfillment in Jesus Christ, God's definitive Word to the worl
The CBCP statement comes after 217 lawmakers approved on 3rd and final
reading the controversial death penalty measure on March 7. House Bill Number 4727
seeks to punish perpetrators of drug-related crimes. (READ: LIST: How congressmen and
women voted on the death penalty bill)
The CBCP pastoral letter was set to be read as a homily for Sunday masses in all
dioceses. (READ: CBCP on death penalty vote: We shall not be silenced)
Villegas also pointed out that death penalty has often been justified by a principle
of justice based on retribution. But, he added, Jesus himself challenged this and replaced
it "with the higher principle of non-retaliation of evil for evil, with justice founded on
mercy." "Jesus was never an advocate of any form of 'legal killing.' He defended the
adulterous woman against those who demanded her blood and challenged those who
were without sin among them to be the first to cast a stone on her (John 8:7)," the CBCP
letter
said.
Ineffective deterrent to crime

In the letter, Villegas noted that repressive governments have turned to the death
penalty to stifle dissent or eliminate those perceived as threats.
"Think, for instance why Herod Antipas had John the Baptist beheaded, or why
Pilate had Jesus crucified. Think of the thousands of Christian martyrs who were put to
death for sheer hatred for the faith," he said.
Villegas also said that capital punishment simply eliminates criminals instead of
addressing the root causes of criminality, making death penalty an ineffective deterrent.
Coupled with a flawed legal system that bars the poor from getting access to good
lawyers and due process, Villegas said that this constitutes a "lethal mix" that also directly
contradicts the basic human right to life.
The CBCP president also noted the irony of lawmakers approving the death
penalty bill on Ash Wednesday, with television footage catching the lawmakers giving
their votes with their foreheads marked with ash crosses.
"Could they have forgotten what that cross meant? Could they have missed out
the contradiction between their vote and the crosses on their foreheads, which were
supposed to serve as a loud statement of faith in the God who, for love of us, chose to give
up his life for our salvation, rather than see us perish (John 3:16)?" Villegas said.
Appeal to senators
In an effort to block the reimposition of the death penalty, the CBCP will send out
letters of appeal to senators explaining why they reject the measure.
The CBCP letter cited several reasons why the death penalty should not be
reimposed: it is not necessary; it will not be helpful and may weaken the country's appeal
for clemency for Filipinos sentenced to death abroad; and it will not be a move towards
greater justice.
"Besides, the trend in dealing with crimes now is towards restorative and not
vindictive justice. Restorative justice seeks healing for the victims and their families and
reform of offenders. This certainly is what the Lord wills who wants not the death but the
conversion of sinners," the letter read.
– Rappler.com
Analysis:
The teacher asks:
1. How was it reading the article with in-depth analysis?
2. What are your personal claims towards the article?
3. Do you agree with it? Why or why not?
4. What textual evidence can you gather from the article which find credible and
powerful to prove a claim?
5. Based on the discussion, differentiate assertion and counterclaim?
Abstraction:
The teacher will ask the students to state their understanding on the concept of critical
reading as reasoning.
Identifying Assertions
Assertions are declarative sentences that claim something is true about something else. Simply
put, it is a sentence that is either true or false.
Consider the following examples:
- The sampaguita’s roots are used for medical purposes, such as an anesthetic and a
sedative
- The sampaguita belongs to the genus Jasminum of the family Oleaceae.
- The popularity of sampaguita flowers is most evident in places of worship.
- Sampaguitas are the most beautiful and most fragrant of all flowers.
There are four common types of assertion, which are classified according to the degree
of certainty they can be judged as true or false. How would you classify the previous
statements?
1. Fact – This is a statement that can be proven objectively by direct experience,
testimonies of witnesses, verified observations, or the results of research.
Ex: The sampaguita’s roots are used for medicinal purposes, such as an
anesthetic and a sedative.
2. Convention – It is a way in which something is done, similar to traditions and norms.
Conventions depend on historical precedent, laws, rules, usage, and customs.
Ex: The sampaguita belongs to the genus Jasminum of the family Oleaceae.
3. Opinions – They are based on facts, but are difficult to objectively verify because of the
uncertainty of producing satisfactory proofs of soundness.
Ex: The popularity of sampaguita flowers is most evident in places of worship.
4. Preferences – They are based on personal choice; therefore, they are subjective and can
not be objectively proven or logically attacked.
Ex: Sampaguitas are the most beautiful and most fragrant of all flowers.
Formulating Counterclaims
Counterclaims are claims made to rebut a previous claim. They provide a contrasting
perspective to the main argument.
Determining Textual Evidence

Evidence is defined as the details given by the author to support his / her claim.
Application:
A. Have an in-depth critical reading of the article below. Write a reaction paper about it by
stating your own claim towards the topic and proving it by textual evidences. Present it in not less
than 500 words.
Presentation of Claims Mechanics/Language

Organization
and Textual Evidences Use
50 pts. 25 pts. 25 pts.
Duterte: open to legalization of medical marijuana
The President has 'no problem' with legalizing cannabis for medical
purposes if the Food and Drug Administration gives the greenlight.
MANILA, Philippines – President Rodrigo Duterte, known for his all-

consuming hatred of drugs, said he is open to the legalization of medical
marijuana if deemed beneficial by the proper authorities.
"I'm not the authority for that. It’s the Food and Drug Administration. If
it's certified by the government and it's good fine, no problem," he said
during an interview with Al Jazeera made online on Saturday, October 15.
Duterte said FDA regulations mean such a proposal will have to go
through studies.
"It must have this qualifying you know, activity, where it is being used to
find out if it's really medicinal or it can do something good for the body," he said.
In some places, like some states in the United States, marijuana is legal for
medical purposes such as for the alleviation of pain. Marijuana can also be
prescribed by doctors to treat muscle spasms, nausea from cancer chemotherapy,
and seizure disorders.
The Philippines, along with countries like Indonesia, France, China,
Malaysia, and Singapore, have some of the stricted laws against marijuana or
cannabis.
Countries like Germany, Netherlands, India, and Canada, meanwhile, have
the least restrictive cannabis laws.
There have been efforts in the Philippine Congress to legalize medical
marijuana.
Duterte has been fiercely vocal against drugs, particularly shabu
or methamphetamine, saying it tears apart Filipino families and heightens
criminal tendencies.
He is at the helm of a controversial anti-drugs campaign that has been
linked to deaths of over 3,300.
– Rappler.com
B. Organize a classroom debate about two currents issues in the country.

Consider the table below for the groupings.
Death Penalty in the Philippines Legalization of Marijuana
Group 1 : Agree (Affirmative) Group 3 : Agree (Affirmative)
Group 2 : Disagree (Negative) Group 4 : Disagree(Negative)
DEBATE GRADING RUBRIC
Levels of Performance for AFFIRMATIVE Team
Criteria 4 3 2 1 Grade:
1. Organization & Completely Mostly clear Clear in Unclear and
Clarity: clear and and orderly some parts disorganized
orderly in all parts but not throughout
Main arguments and presentation overall
responses are
outlined in a clear
and orderly way.
2. Use of Very strong Many good Some Few or no
Argument: and arguments decent real
persuasive given, with arguments, arguments
Reasons are given arguments only minor but some given, or all
to support the given problems significant arguments
resolution throughout problems given had
significant
problems
3. Use of cross- Excellent Good cross- Decent Poor cross-
examination and cross-exam exam and cross-exam exam or
rebuttal: and defense rebuttals, and/or rebuttals,
against with only rebuttals, failure to
Identification of Negative minor slip- but with point out
weakness in team’s ups some problems in
Negative team’s objections significant Negative
arguments and problems team’s
ability to defend itself position or
against attack. failure to
defend itself
against
attack.
4. Presentation All style Most style Few style Very few
Style: features features features style
were used were used were used features
Tone of voice, clarity convincingly convincingly convincingly were used,
of expression, none of
precision of them
arguments all convincingly
contribute to keeping
audience’s attention
and persuading
them of the team’s
case.
TOTAL
SCORE:
(Divide by 4) AVERAGE FOR AFFIRMATIVE TEAM:
Levels of Performance for NEGATIVE Team
Criteria 4 3 2 1 Grade:
1. Organization & Completely Mostly clear Clear in Unclear and
Clarity: clear and and orderly some parts disorganized
orderly in all parts but not throughout
Main arguments presentation overall
and responses are
outlined in a clear
and orderly way.
2. Use of Very strong Many good Some Few or no
Argument: and arguments decent real
persuasive given, with arguments, arguments
arguments but some given, or all
Reasons are given given only minor significant arguments
against the throughout problems problems given had
resolution significant
problems
3. Use of cross- Excellent Good cross- Decent Poor cross-
examination and cross-exam exam and cross-exam exam or
rebuttal: and defense rebuttal, and/or rebuttal,
against with only rebuttal, but failure to
Identification of Affirmative minor slip- with some point out
weakness in team’s ups significant problems in
Affirmative team’s objections problems Affirmative
arguments and team’s
ability to defend position or
itself against failure to
attack. defend itself
against
attack.
4. Presentation All style Most style Few style Very few
Style: features features features style
were used were used were used features
Tone of voice, convincingly convincingly convincingly were used,
clarity of none of
expression, them
precision of convincingly
arguments all
contribute to
keeping audience’s
attention and
persuading them of
the team’s case.
TOTAL
SCORE:
(Divide by 4) AVERAGE FOR NEGATIVE TEAM:
LESSON EXEMPLAR
Quarter: FIRST
The learner understands the The learner produces each type of

requirements of composing academic academic writing and professional
writing and professional correspondence correspondence following the properties
of well written texts and process
approach to writing.
LEARNING COMPETENCIES
 Explains how one’s purpose is a crucial consideration in academic and professional

writing (EN11/12RWS-IVdg-11)
Objectives:
1. Differentiate academic writing from professional writing
2. Realize the value of academic and professional writing to their lives as students and
future professionals
3. Present an acrostic reflecting their understanding of academic and professional
writing
LEARNING CONTENT
Lesson: PURPOSEFUL WRITING IN THE DISCIPLINE
Materials:
1. LCD projector
2. Copies of activity sheet
References:
Tiongson, Marella Theresa A., et. al. (2016). Reading and Writing skills.
Quezon City: Rex Book Store.
https://www.hws.edu/academics/ctl/pdf/critique.pdf
LEARNING TASKS
Introduction
The teacher says:

A piece of writing has its own purpose which guides the writer to generate, develop,
organize and polish his texts. You also write because you have a purpose or reason in writing –
either because you are required by your teacher or because you choose to write for your own
personal reasons. Whatever your purposes may be, it is a must that you know how to
communicate with people in your school and with the people in your future jobs.
The teacher divides the class into four groups. He/ She provides all four groups with
various samples of texts such as theses, term papers, concept papers, essays, book reviews,
memoranda, technical reports, business letters and feasibility studies. The students are tasked to
categorize or classify the given texts based on the characteristics which the group will set.
Activity:
The students are asked to form four (4) groups. Two groups are given samples of
academic writing (research paper, term paper, reaction paper, essay, book review) while the next
two groups are given sample of professional writing (business correspondence, memos, technical-
business related reports). The members of the group are tasked to read and examine the given
sample texts.
After the group’s examination of the texts provided, they are asked to complete the table.
Each group assigns a leader and a rapporteur to lead the discussion.
Text Title
Topic
What is the text
about?
Purpose
What is the writer’s
goal in writing the
text?
Audience
Who is the target
reader of the text?
Writer’s Knowledge
How much does the
writer know of the
subject?
Tone
Did the writer write in
formal or informal
manner?
Vocabulary
List down special
vocabulary found in the

text.
Grammar
List down the language
features of the text
Analysis:
After doing the activity, the teacher asks the groups the following questions:
1. What do you think are the characteristics shared in common by the text that you
examined?
2. What language features were you able to identify in the samples given to your group?
3. Compare your sample text to those texts given to the other groups. What are
their salient differences?
Abstraction:
After the discussion, the class reflects on the answers they provided in the activities. The teacher
asks the students to help her complete the statements.
Necessary prompts should be made by the teacher so that the class can provide the
appropriate response.
Academic writing is … Professional
writing is…
Based on the given examples, the characteristics or features of academic

writing are…
Based on the given examples, the characteristics or features of academic

writing are…
Academic writing is important to me as a student because…
Professional writing is important to me as a future ( teacher, nurse, chef, etc.)

because…
Application:
The teacher says
Decide whether the following statements are TRUE or FALSE. Write ACADEMIC if the statement is true. If
the statement is false, write PROFESSIONAL.
1. Examples of academic writing include business correspondence, resume,
application letter and technical-business related reports.
2. A piece of writing has its own purpose.
3. Required writing happens on the job and in the school.
4. Research paper, term paper, essays, and book reviews are examples of professional
writing.
5. We write not only because we are required to but also because we choose to write
for our own personal reasons.
B. The students are asked to work in groups and present an acrostic about the ideal features of
academic and professional writing. Two groups shall work on the word ACADEMIC while the
last two groups shall work on the word PROFESSIONAL. Students are encouraged to use
ingenuity and creativity for the presentation.
Example:
A- active verbs should be used
C – conciseness must be observed A –
adept writers are required
D – direct /straightforward words, don’t forget to utilize E –
errors must be avoided
M – mechanics should not be neglected I –
inaccuracy, no room for that
C – clarity will win the prize
Students shall be graded based on the following criteria:
Correctness 15 points
Creativity 15 points
Presentation Style 10 points
TOTAL 40 points
LESSON EXEMPLAR
Quarter: FIRST
The learner understands the The learner produces each type of

requirements of composing academic academic writing and professional
writing and professional correspondence correspondence following the properties
of well written texts and process
approach to writing.
 Explains how one’s purpose is a crucial consideration in academic and professional
writing (EN11/12RWS-IVdg-11)
 Identifies the unique features of and requirements in composing texts that are useful
across disciplines (EN11/12RWS-IVdg-12)
 Critique (EN11/12RWS-IVdg-12. 1)
Objectives:
1. Identify the functions and parts of a review
2. Explain the importance of writing a review in their lives as a SHS student
3. Compose a well-written critique about a movie they watched
LEARNING CONTENT
Lesson: PURPOSEFUL WRITING IN THE DISCIPLINE / WRITING A CRITIQUE or REVIEW
Materials:
1. LCD projector
2. Movie clips
3. Copies of critiques and reviews
4. Copy of the movie “The Count of Monte Cristo”

References:
McGraw Hill.
Publication

https://www.hws.edu/academics/ctl/pdf/critique.pdf
LEARNING TASKS
Introduction
The teacher says:
Every now and then, your teachers might ask you to compose an academic writing texts
such as essays, research proposals, reaction papers and critiques. With the tasks assigned to you,
you need to be equipped with the necessary knowledge and skills to do these correctly. Today, let
us talk about composing a critique and explore the beauty and challenge of academic writing.
The teacher shows in class a three-minute video clip of movie trailers based on a popular
novel such as Harry Potter, Chronicles of Narnia and Lord of the Rings. After watching the
movie, the class shares insights about the trailers presented.
(Note: The teacher provides necessary prompts to lead students into discussing about
their own assessment of the movie based on the video they watched.)
Activity:
The teacher divides the class into four groups and provides each group a copy of a sample
movie critique, article critique and book review. After reading, the group assigns a leader and a
rapporteur to facilitate the discussions. Each group is also tasked to complete the table with the
necessary information required.
What is the title of the text
Who is the audience?
What questions are discussed in the text?
What conclusion does the author draw from the
research?
What kind of evidence is offered in support of
his/her conclusions?
Are the author’s conclusion and evidence valid and acceptable?
Analysis:
After doing the activity, the teacher asks the groups the following questions:
1. What does the writer wish to express in the text?
2. How are the writer’s ideas organized?
3. What do you think are the possible difficulties which you may encounter when the
teacher asks you to write a critique?
Abstraction:
After the discussion, the class reflects on the answers they provided in the activities. The teacher
asks,
“What is a critique?” and “What are the parts of a critique?” (Note: The
teacher provides necessary information on the topic.)
Critique – a French word which means critical assessment. Some common types of critique
include film reviews in a newspaper or book reviews in journals.
FUNCTIONS OF A REVIEW
1. Determine what has been done already
2. Provide insights necessary to develop a logical framework into which the topic fits
3. Provide the rationale for the hypotheses being investigated
4. Identify potentially useful methodological strategies
5. Facilitate the interpretation of the results
PARTS OF THE REVIEW

1. Introduction
2. Body
3. Summary/Synthesis
4. Conclusion
5. References
Application:
The teacher says
The teacher asks the students to answer the following questions briefly:
1. What is a critique/review?
2. What are its functions?
3. What are its parts?
4. Why is writing a critique/review important in your life as a SHS student?
B. Students are asked to compose a 750 - 1000 word critique of the movie Count of Monte Cristo
(based on the novel written by French author Alexandre Dumas in 1844). Students critique shall
be graded based on the following criteria.
Evidence of Research 50 points
Language Used (paraphrasing) 20 points
Organization of Ideas ( Use of transitional device) 20 points
Mechanics (Correct use of punctuation marks and spelling) 10 points
TOTAL 100 points
LESSON EXEMPLAR
Quarter: FIRST
The learner understands the The learner critiques a chosen sample of

requirements of composing academic each pattern of development focusing on
writing and professional information selection, organization, and
correspondence. development.
EN11/12RWS-IVhj-13: 9. Identifies the unique features of and requirements in
composing professional correspondence
EN11/12RWS-IVhj-13.1: a. Resume
EN11/12RWS-IVhj-13.3: c. Application for Employment
Objectives:
1. To determine interests and evaluate qualifications in choosing career path.
2. To identify unique features of a resume, and cover letter, and explain what makes
them effective. Incorporate values in writing a text and appreciate the values
infused in reading.
3. To explain how purpose and audience affect the content of professional documents
such as resumes and cover letters.
4. To organize and format the parts of each document and come up with persuasive
resume, cover letter and application essay.
II.LEARNING CONTENT
Lesson: Purposeful Writing for Professions
Materials:
1. LCD projector
3. Chalkboard
References:
1. Reading and Writing Skills (pp. 166-182)
2. Developing Skills in Grammar and Composition 2 (pp. 140-149)
III. LEARNING TASKS
Introduction:
How do you see yourself after your senior high school and college graduation? Do you
find yourself ready and confident in applying for a job? In this writing lesson you will learn how
to prepare yourself for your future career. Thus, self-assessment is necessary by first knowing
your interest as an individual as it will bring you to what you are going to become someday. More
so, you will also be knowledgeable and skillful on the logistics of business correspondence
particularly discourses in the profession.
Confucius once said, “Choose a job you love, and you will never have to work a day in
your life.” Write your thoughts about this in not less than 5 sentences using one fourth sheet of
paper.
Some students will be asked to share their thoughts in class.
Activity:
Individual Work:
A. Make a self-assessment which will serve as your guide in planning for your career.
Complete the table to reveal your responses for each step in career planning.
Determining your interests 1.
2.
3.
4.
5.
Strengths 1.
2.
3.
4.
5.
Weaknesses 1.
2.
3.
4.
5.
Assessing your qualifications
(Skills, Trainings and Experiences)
Selecting an academic track and searching
for a college course or a
vocational school
Searching for a job

State your job preferences.
B. Assuming that you are applying for a job, formulate your objective stating your
purposes and reasons for applying a particular job. Write it in one fourth sheet of paper.
Consider these in starting your objective.
To be able to
To become
Analysis:
The teacher asks:
1. How was it doing self-assessment?
2. Were you able to reveal all the information needed?
3. With your interests and qualifications, do you find yourself sure of what will be
your career in the future?
4. How do you see yourself applying for a job two years or six years from now?
Abstraction:
The teacher will ask the students to state their understanding on the concept of
purposeful writing for the professions.
Steps in Planning Your Career
Determining your interests
Assessing your qualifications
Selecting an academic track and searching

for a college course or vocational school
Searching for a job
Writing your Resume

A resume is a document that contains a brief account of a person’s education, skills,
work experience, and other qualifications. It is usually sent along with job applications, and
sometimes with school application as well.
1. Formatting your resume

The following section details the categories that normally appear in the chronological
resume.
1. Heading
2. Objective
3. Education
4. Honors and Awards
5. School Activities
6. Work Experience
7. Enrichment Activities
2. Polishing your resume

1. Revising
2. Updating
3. Proofreading
Writing Your Cover Letter
Cover Letter – This also refers to application letter. This is a letter that accompanies
your resume and highlights the strengths that you have listed. The parts of a cover letter are as
follows:
1. Introduction
2. Body
3. Conclusion
Application:
1. Recall the ideal job that you have discovered based on your self-analysis. Use the
Internet and search for a job posting related to or that describes your ideal job. Afterward, revise
your resume to cater to the requirements of the job posting. Next, create a cover letter to
accompany your resume.
2. Prepare for a mock job interview. Consider the rubric to guide for your preparation.

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LESSON EXEMPLAR

Grade 11 – READING AND WRITING

Content Standard: Performance Standard:

II. LEARNING CONTENT

The Writing Process

Stage 1: Stage 2: Stage 3:

4. The stage at which you share your work with others

Quality of Grammar and Organization

15 points 15 points 10 points 5 points 5 points

Content Standard: Performance Standard:

II. LEARNING CONTENT

III. LEARNING TASKS

Selection and Language Facility Overall Impact

Topic 2 Christmas Vacation

C. Answer substantially in one half sheet of paper (crosswise).

Content Standard: Performance Standard:

II. LEARNING CONTENT

Other Learning Resources:

III. LEARNING TASKS

 Narration and Description

 Comparison and Contrast

a. Lito ate three sandwiches.

a. Our roof collapsed.

2. Providing sensory detail

3. Pointing out significant similarities and differences

4. Telling a story or anecdote

Content Standard: Performance Standard:

Criteria 1-10 ( 10 being the highest)

Content Standard: Performance Standard:

III. LEARNING TASKS

CRITICAL READING NON-CRITICAL READING

15 points 15 points 10 points 10 points

Content Standard: Performance Standard:

III. LEARNING TASKS

Claims of Fact. (existence of something/definition or classification/facts

50 pts. 25 pts. 25 pts.

B. Create a composition/essay about your claims (Claims of fact, value, policy)

Presentation of Claims Organization Mechanics/Language

50 pts. 25 pts. 25 pts.

Content Standard: Performance Standard:

Other Learning Resources: http://kairos.technorhetoric.net/2.2/features/paralogic/textuality.html

III. LEARNING TASKS

Use of multi-media layers (videos, photos, texts, music etc.)- 25 points

Context of the presentation 25 points

Technicalities, grammar and mechanics 25 points

TOTAL 100 points

Content Standard: Performance Standard:

The learner understands the The learner writes a 1000- word

EN11/12RWS-IVac-9.1: a. Formulates assertions about the content and properties of a

EN11/12RWS-IVac-9.2 : b. Formulates meaningful counterclaims in response to claims

EN11/12RWS-IVac-10: 3. Determines textual evidence to validate assertions and

III. LEARNING TASKS

Jesus didn't advocate legal killing, CBCP reminds faithful

Ineffective deterrent to crime

Determining Textual Evidence

Presentation of Claims Mechanics/Language

50 pts. 25 pts. 25 pts.

MANILA, Philippines – President Rodrigo Duterte, known for his all-

B. Organize a classroom debate about two currents issues in the country.

Death Penalty in the Philippines Legalization of Marijuana

Group 1 : Agree (Affirmative) Group 3 : Agree (Affirmative)

Group 2 : Disagree (Negative) Group 4 : Disagree(Negative)

Levels of Performance for AFFIRMATIVE Team